Topic

Active Listening Skills 1

LEARNING OUTCOMES
By the end of this topic, you should be able to: 1. 2. 3. 4. 5. 6. Distinguish details; Identify main ideas and supporting details; Identify cause-effect relationship; Identify time order relationship; Identify comparison-contrast relationship; and Identify simple listing relationship.

INTRODUCTION
Active listening refers to ways of listening and responding to another person that
improves mutual understanding. When people talk to each other, they often do not listen attentively. They are often distracted, half-listening and half-thinking about something else. When people are engaged in a conflict, they are often busy formulating a response to what they are hearing. They assume that they have heard what their opponent is saying, so rather than pay attention, they focus on how they can respond to win the argument. Active listening is a structured form of listening and responding that focuses the attention on the speaker. The listener must take care to attend to the speaker fully and then interpret or try to make sense of what is heard. The listener does not have to agree with the speaker but needs to understand the message or content

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being conveyed. If the listener does not understand clearly, then he or she needs to ask for clarification or further explanation from the speaker. Often, the listener is encouraged to interpret the speakers words not only semantically, but also in terms of feelings. Thus, instead of just receiving what is heard, active listeners need to pay attention to psychological elements coming across with the message(s), such as whether the speaker is angry, frustrated, happy or unsure of what is being addressed. This will add to the overall comprehension of the messages being heard. Active listening has several benefits. First, it enables people to listen attentively to others. Second, it avoids misunderstandings as people have to confirm that they really understand what the speaker has said. Third, active listening tends to prompt the speaker to explain more when he or she feels that you are really attuned to his or her concerns and wants to listen. The speaker is likely to explain in detail what they are saying and why. If both parties in a conflict do this (active listening), the chances of being able to develop a solution to the problem are much greater. Thus, in a nutshell, active listening is concerned with the ability to distinguish and identify relevant elements pertinent to listening and speaking skills.

2.1

DISTINGUISHING DETAILS

Listening is a skill, and as with any skill, practice is essential. What we can do in a brief section here is draw your attention to some things to consider when listening to speakers. The primary goal of most listening efforts is to understand the message or important details being conveyed verbally. As you incorporate some of these suggestions in listening for details, you may find that the effort comes a little easier, but ultimately, it is you who has to decide whether you want to listen or not. Listening is hard work. Unless you are willing to accept the challenges and make the effort, effective listening will not take place. Suggestions for enhancing listening to distinguish details: (a) Remain Focused Instead of going on private sidetracks that have nothing to do with the topic being discussed, think about what the speaker is saying. Think Ahead of the Speaker Try to figure out where the speaker is going and what is the next point. This may be easy with some speakers who are well organised and who present their points clearly. However, most of us are not very clear and organised,

(b)

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and that may make the work of the listener difficult. If you are interested in getting the main details, you may have to do the organising yourself. (c) To Summarise What a Speaker is Saying Begin by breaking what is being said into main points and supporting points. Most speakers often repeat their words, especially in important or main points. As a listener your task is to distinguish these important details from the supporting ones. The speaker sometimes helps you to make the distinction by emphasising a point with voice cues or repeating it several times, or telling you that this is a key point to note. Identify the Speakers Evidence Ask yourself questions about the speakers sources and their validity. Do you find the evidence convincing, complete, valid or logical? Listen between the Lines To listen effectively, one has to listen to two channels at the same time. The first channel is the content of the speech, the words the speaker is saying, the topic itself. The second channel refers to all the nonverbal signals the speaker is sending while talking, such as the tone of voice, gestures and facial expressions. The second channel tells you about the speakers feelings and gives you a great deal of information on how to distinguish the main details of the speech. Both verbal and nonverbal elements are important to understand fully what the speaker is putting across. Listen for the feelings of the speaker as you listen to his words. This is called listening between the lines. It is a difficult task and takes a great deal of sensitivity and patience as people have numerous ways to hide their feelings. Only patience and willingness to pay attention to the subtle dimensions of a persons communication style and habits will make you successful in your attempt to understand others. Take Note that Listening is Affected by Emotions Feelings and emotions play a fundamental part in our interpersonal communication. There are things which we like or dislike, things we fear or feel strongly about. We experience strong emotions, such as anger, frustration, joy, happiness, etc. As a result, quite unconsciously we tend to tune out what we do not want to hear and listen better to what we agree with or like. However, when we do not hear a speaker out completely, we really do not know for sure what is being said. This brings us to the concept of an open mind. We must learn to listen to information which we are not comfortable with or that goes contrary to our beliefs. Willingness to listen involves controlling and, at times, suspending ones feelings, emotions and beliefs. We might not accept or believe in what is heard, but as the saying goes, there are two sides to a coin.

(d)

(e)

(f)

TOPIC 2 ACTIVE LISTENING SKILLS 1 17

(g)

Avoid Distractions It is also a fact that humans have a short attention span. Because it is hard to sustain attention for a very long time, we get distracted very easily. These distractions come from (1) within us, such as when we daydream; (2) our surroundings and environment such as noise, people talking, temperature of the room, etc.; and (3) the speaker. We are often distracted by a speakers accent, style, dressing, language, etc. Some people simply wont listen to male speakers that have long hair and are unshaven. These preconceived ideas are, of course, not conducive to effective listening. However, it is difficult to fight off these distractions. Yet, as you become aware of all the little things that can disrupt good listening, you need to train yourself to overcome them. In addition to the physical aspects of the speaker or environment that can disturb your concentration, most of us react strongly to certain emotionally loaded words or trigger words. These words are different for each of us. If you can identify these words, you can try to overcome the impact when you hear them, or at least, not block out what a speaker has to say.

ACTIVITY 2.1
You are making cookies for the first time. Listen to the instructions below on how to make Chocolate Chip Cookies. Then complete the following exercise. Instructions: (a) Listen to the tape script Activity 2.1 (b) Answer the following questions to check your understanding. Based on the tape script to which you have listened, circle the correct answer: 1. Which of the following is not an ingredient in the recipe? A. Brown sugar B. Oat bran C. Butter D. Baking soda At what temperature should the oven be set? A. 357 Degrees Fahrenheit B. 375 Degrees Fahrenheit C. 400 Degrees Fahrenheit D. 450 Degrees Fahrenheit When do you add in the vanilla and egg? A. After stirring in the flour, salt and baking soda. B. After adding in the chocolate chips and chopped nuts.

2.

3.

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C. D. 4.

Once the sugar, margarine, and shortening are light and fluffy. Once all ingredients have been mixed well.

Which of the following statements is true? A. Do not grease the cookie sheets. B. Bake the cookies for half an hour. C. Remove cookies immediately from baking sheet. D. The recipe makes 30 pieces of cookies. How do you place the dough onto the baking sheet? A. Shape the soft dough with your fingers and place onto the baking sheet. B. Use a teaspoon to scoop the dough onto the baking sheet. C. Drop the dough onto the baking sheet using a fork. D. Lightly drop the mixture onto a baking sheet with a dessert spoon.

5.

ACTIVITY 2.2
On the Telephone (a) Listen to the tape script Activity 2.2. (b) Answer the following questions for each conversation. (c) Practise with your friend the conversations using your own information.

Tape script 2.2.1

1. 2. 3. 4. What is the callers name? Who does s/he want to speak to? What is the name of the company? Do you think the caller spoke to the person he was calling? Who did you call? What happened? What place did the caller call? Whom does s/he wish to speak to? What happened? Who did you call? Why did you call? What did Dr Doolittle say?

Tape script 2.2.2

1. 2.

Tape script 2.2.3

1. 2. 3.

Tape script 2.2.4

1. 2. 3.

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2.2

IDENTIFYING TOPICS, MAIN IDEAS AND SUPPORTING DETAILS

Understanding the topic or theme of a narrated text or passage is challenging for the listener. Being able to evaluate and critically interpret ideas and details is important in order for listeners to comprehend the text accurately. Textbooks, articles, paragraphs, passages, whether written or narrated, all have topics or themes and main ideas. The topic or theme of a text is its general focus or message. It is also known as the subject. The text, for example, might be on a topic related to health, education or study habits. The main idea is the key concept or, specifically, the subject matter being expressed. For example, the topic might be on health, specifically regarding observing a healthy diet. The supporting details give more information about the topic and main idea(s). They help the listener to understand more about the main idea(s) by telling how, what, when, where, why, and how elements are related to the main idea(s). Locating and identifying the topic, main idea(s), and supporting details helps the listener to follow the message being conveyed. Identifying the relationship between these will increase your listening comprehension. A speaker usually organises his or her main idea and supporting details in relation to the topic or central theme of the talk. The topic is usually quite obvious, and would be stated in the programme book or via the introduction or announcement of the speaker. Next, the speaker will state the main idea explicitly somewhere in his/her speech. That main idea may be presented at the beginning of the speech, in the middle, or at the end. The statement in which the main idea is stated is the topic statement of the speech. A speech may have more than one topic statement if there are many important points related to the topic. The topic statement announces a particular point to be dealt with in the speech. Although the topic statement may appear anywhere, it is usually at the beginning and for a good reason. The statement provides the focus for the speaker while he/she speaks and for the listener while listening. The bulk of the speech should be made up of supporting details that help to explain or substantiate the main idea. These supporting details present facts, reasons, examples, definitions, comparisons, contrasts and other pertinent details. They are important because they consolidate the main idea. Of course, the sections youll be listening will be part of a longer speech (unless its the concluding section). Generally, a speech can be divided into three parts, namely, the introduction, the development of the theme, and the closing or summary. The introduction tells the listener in advance such things as the theme

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or focus, speakers attitude toward the topic and limits of the speech. The developmental part is to further explain and consolidate the main ideas with supporting details or examples. The summary is used to restate briefly the main ideas presented and draw some conclusion from them, or to speculate some actions (present or future) based on the evidence presented. Finally, the last statement or statements are likely to be the concluding remarks. These are used to sum up the presentation. However, depending on the parts of the speech where it is used, summing up statements may also be used to emphasize a point, or to restate all or part of the topic statements so as to bring a point to a close. The statement(s) at the end of each part of a speech can also be a transition to the next aspect or idea to be presented.

ACTIVITY 2.3
You have just bought a mobile phone. You need to install the SIM card. The phone is equipped with a users manual. Listen to the tape script Activity 2.3 which contains directions guiding you on how to install the SIM card. Then, complete the following task. Fill in the blanks with the correct words you hear from the directions.

Tape script 2.3.1

1. 2. Who did you call? What happened?
Inserting a SIM Card Safety Reminders! 1. 2. 3. Keep all miniature SIM cards out of small __________ reach. The SIM card and its contacts can be easily __________ by scratches or bending. Be careful when handling, inserting or removing the card. Before installing the SIM card, always make sure that the phone is __________ and then remove the __________.

How to Insert Your SIM Card: Step 1 Step 2 Press the __________, __________ slide the cover open, and lift the cover. Push the two catches in the __________ directions and lift the battery.

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Step 3

Slide the SIM card carefully into the SIM card slot. Make sure that the__________ __________ on the card are facing __________ and that the leveled corner is on the __________. Align the golden connectors on the battery with the corresponding __________ on the phone and push the opposite end of the battery until it snaps into place. Insert the two __________ of the back cover in the corresponding __________ in the phone and slide the cover towards the bottom of the phone until it __________ into place.

Step 4

Step 5

Adapted from: Nokia Mobile Phones. (2000). Nokia Owners Guide. pp. 5-7, Nokia Corporation.

locks left downwards locking catch catches switched off connectors

golden connectors slots battery childrens damaged opposite

ACTIVITY 2.4
Instructions: (a) Listen to the tape script Activity 2.4. (b) Answer the following questions.

Tape script 2.4a (Voicemail Message on a Mobile Phone)

1. 2. 3. 4. Whats the callers name? What does he want Ann to do? Where did he leave the wallet? Why does he want Ann to give it to his friend?

Tape script 2.4b (Answering Machine Message)

1. 2. 3. 4. 5. 6. 7. Who is the caller? Which company does she work with? Why did she call? What has Encik Ahmad won? Whats the number he has to quote to claim the gift? Where is the shop? Does the shop open everyday?

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8. 9.

What is the deadline for picking up the gift? What is the callers mobile phone number?

Tape script 2.4c (Radio Announcement)

1. 2. 3. 4. 5. 6. 7. 8. What is the announcement about? Who is organising the event? When will the event be held? Where will the event be held? Whats the main attraction of the event? Who can be contacted for details? What is the contact number? Is entrance free?

Tape script 2.4d (Heimlich Manoeuvre)

Listen to the tape script on the first aid method for dealing with a person who is choking on food called the Heimlich Manoeuvre. (Your instructor will briefly explain the origin of the first aid method). Then, put the steps in the right order based on what you have heard. (Note: This manoeuvre should be conducted only in emergency cases where no one available is able to provide first aid.) The Heimlich Manoeuvre Then make a fist with one hand and grasp the fist with your other hand. Put your hands just below his rib. The Heimlich Manoeuvre is a method that anyone can use to help someone who is choking on a piece of food. Finally, press your fist into the victims abdomen with a quick upward movement. The first thing you should do is stand behind the choking person and put your arms around his waist. If the person is still choking, you may need to repeat the manoeuvre.
Adapted from: Blanchard, K. and Root, C. (1982). Ready to Write. p.43. New York: Longman.

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2.3

IDENTIFYING CAUSE-EFFECT RELATIONSHIP

Identifying and understanding the cause-effect relationship is an important listening skill. Using cause and effect is a way to organize information. To know why an event took place and what happened as a result of that event or what triggered the event, the listener has to piece together the information after listening to arrive at a conclusion or to trace the connection between actions and outcomes. Presenting cause-effect relationships is common in speeches and talks. Listeners need to learn how to detect and evaluate such relationships. However, as the related events become more complex or as the message becomes more information-laden, cause-effect relationships can be more complicated or subtle, making them harder to follow. It is useful to know some pointers for identifying cause-effect relationships: (a) Be Alert to Clues Certain words and phrases are clues to the existence of a cause-effect relationship. Identify the Relationship Listen carefully to identify how events are related. Speakers do not usually state the link between cause and effect. Listeners need to judge or infer the cause and the effect after listening to the text. Check for Complex Relationships Beyond the immediate or superficial cause-effect connection, check for other, less obvious but more complex and significant relationships. For example, whether there were other causes of a given effect, whether a cause had multiple effects, and if these effects themselves caused further events. Some common clue words and phrases that denote a cause-effect relationship are:
Cause as a result of because brought about inspired led to produced aftermath as a consequence depended on gave rise to originating from outcome Effect

(b)

(c)

(d) (e)

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provoked spurred the reason

outgrowth proceeded from resulting in

ACTIVITY 2.5
Listen to these short texts on tape script 2.5 and complete the table below.
Cause 1. 2. 3. 4. 5. Effect

2.4

IDENTIFYING TIME (CHRONOLOGICAL) ORDER RELATIONSHIP

Events of procedures are often described in the order in which they occur in time or chronological sequence. Listeners will be introduced to items in the order in which they occurred or in a specifically planned order in which they must develop. In this case, the order is important and changing it would change the meaning. When listening to an explanation of how to make a cake, for example, it is essential that the steps and timing of each stage be followed closely. Signal words often used for time order or sequences are: first, second, third before, after when later until at last next subsequently meanwhile afterwards stages procedures thereafter finally

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ACTIVITY 2.6
Puzzle A farmer knees to take his dog, his goat and a bundle of grass across the river. He has a very small boat which can only take one item at a time. But the dog and the goat hate each other. They can easily kill each other if left together.So they must not be left alone. Neither should the greedy goat be left with the bundle of grass. How does the farmer get the dog, goat and grass across the river? Instructions: (a) Listen to tape script Activity 2.6 for the answer. (b) As you listen put in the sequence. Leave the goat, take the grass. Leave the grass, take the goat. Take the goat across. Return, take the dog across, bring the goat back.
Adapted from: Gaudart, H. (1997). Reaching out to Learners: Creative Ideas for Teaching English.pp. 95, Shah Alam: Fajar Bakti.

2.5

IDENTIFYING COMPARISON-CONTRAST RELATIONSHIP

Comparison and contrast constitute an awareness process. Its how you will react when you become aware of, and begin to formally note, the similarities and differences between things brought together for examination or analysis. When you compare, you will find similarities, when you contrast, you will find differences. Analogies* are mainly used for making comparisons, but the comparison-contrast relationship implies that theres some significance to discovering and understanding both. *An analogy is a comparison between things which are basically not alike but which share some striking similarity. Listening and speaking, in fact, share an analogous relationship, i.e. both are communicative skills, both focus on exchanging and sharing information or messages, but at the same time there are differences too, such as one is an expressive skill, the other receptive; one is passive, the other active.

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The fact that we use comparison and contrast for all kinds of profound intellectual reasons, and for a lot of practical ones, too, could be because we are trying to decide in some way between two things, and we are using comparison and contrast in order to evaluate which is better, or more suitable in a particular situation.

ACTIVITY 2.7
Listen to tape script Activity 2.7 and complete the table below.
Advantages of Living in the Countryside 1 2 3 4 5 6 Advantages of Living in a Town

2.6

IDENTIFYING SIMPLE LISTING RELATIONSHIP

Simple listing is used by speakers to list in order goals and objectives they intend to share with or convey to listeners. It is also used to link simple or minor ideas to major topics, consolidating the content or points presented. The job of the speaker is to make the oral framework clear and easily followed by the audience. Listeners on their part need to grasp the shape, pattern or structure of the talk so that they have a framework on which to hang and list all the details. Unless listeners perceive this structure or listing framework and relationship, they will be left with a mass of subject-less and shapeless information and details. The choice of listing pattern is important. Mentally prepare to ask and decide whether the speaker has arranged the information according to the audiences needs and level such as likes, interests, professional backgrounds and beliefs. Request the speaker to explain the structure or listings for the talk, so that lack of familiarity will not make the talk seem like a random maze. Not all talks fit into a pattern of sequential listings or patterns. Sometimes, there is no argument, but simply a story to be told, or a sequence of generally interesting facts to be repeated. A common form of listing relationship for this

TOPIC 2 ACTIVE LISTENING SKILLS 1 27

kind of talk/speech is called chaining. It is used most often in childrens stories, but also by journalists, who rely on continuing curiosity, rather than memory or argument to maintain interest and attention. The problem with this technique is that if the audiences attention wanders, and a link has been lost during the period of inattention, it will be difficult for them to see the relationship with previous points. It is also more difficult to remember the whole chain, since the structure of talk only provides links between any two adjacent items.

ACTIVITY 2.8
Listen to the story in tape script Activity 2.9 and write in the main events of the story.

It is evident that active listening involves much more skills than just paying attention. What it means is that there must be a structure, and it must be clear. We will listen and follow better if we spend time preparing to listen and most important of all, stay focused, pay close attention and try not to be distracted by other thoughts and things. That is what good listening is all about. However its usually easier said than done. Ultimately the decision and effort lies with the listener. He/she needs to decide whether the talk is worth listening to.

Cause-effect relationship Listing relationship

Main ideas Supporting details